What are the differences between climate change knowledge that is generated by researchers, practitioners, and community members? What processes and techniques can be used to transfer climate change knowledge between these groups? How does the choice of knowledge translation technique affect the outcomes? Are all types of knowledge sharing, communication, and outreach effective and inclusive? How does, and how should, knowledge get synthesized or summarized for the purposes of transfer?
As co-editors, we are calling for submissions to a special issue on climate change knowledge translation for the Journal of Community Engagement and Scholarship (JCES). JCES is a peer-reviewed, international journal, which integrates teaching, research, and community engagement in all disciplines to address critical problems identified through community-participatory processes. More details on JCES can be found on their site: http://jces.ua.edu.
By knowledge translation we mean any techniques, processes, or approaches that result in information flow between different groups. This can include the use of toolkits, community meetings, workshops, online platforms, radio, and other media. We depart from certain conventional understandings of knowledge translation (or transfer) as a one-way dissemination of knowledge products from “producers” to “users” (see Graham et al. 2006), to emphasize the value and role of two-way communication and dialogue. However, the outcomes of knowledge translation are of great interest to the special issue, and we acknowledge that uses of knowledge can be conceptual, instrumental, or strategic (Ibid.). The focus of your article should be the process of transferring knowledge between universities, communities, practitioners, or other groups. We also welcome commentary on experiences with other engagement processes related to climate change knowledge exchange. Examples and/or cases can be grounded in a particular region, but the general applicability of the findings or analysis should be demonstrated.
At this time, we are asking for a title and abstract (max. 250 words) for your proposed paper. The deadline for submission of the title and abstract is January 9th, 2019. Please send your abstract to: Garrett Richards < firstname.lastname@example.org > and Roza Tchoukaleyska < email@example.com >. Full article drafts will be due in April, 2019.
The following formats are possible. Please indicate in your abstract which one you will be writing:
- Research articles (maximum 10,000 words and peer reviewed).
- Research from the field (practice-based and smaller case studies, maximum 10,000 words and peer reviewed).
- Community perspectives (written by students, community members, or high school students, 750–2,000 words and peer reviewed).
- Book reviews (750–2,000 and editor reviewed).
The special issue is edited by: Sarah Breen (University of Saskatchewan), Conor Curtis (Grenfell Campus, Memorial University), Patricia Manuel (Dalhousie University), Kim Olson (Climate Change Branch, Government of Newfoundland and Labrador), Kathleen Parewick (Municipalities Newfoundland and Labrador), Garrett Richards (Grenfell Campus, Memorial University), Roza Tchoukaleyska (Grenfell Campus, Memorial University), Liette Vasseur (Brock University), Kelly Vodden (Grenfell Campus, Memorial University).
Graham, I., Logan, J., Harrison, M., Straus, S., Tetroe, J., Caswell, W., and Robinson, N. (2006). Lost in knowledge translation: Time for a map? The Journal of Continuing Education in the Health Professions 26(1), 13-24.